• May/June 2020-Residency 1
• October 2020-Residency  2
• May 2021-Residency 3
• Webinars

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Day 1
Morning (9am to noon EST)— The Importance of Character Structure:  Applying the Four Quadrant Model to Narcissistic Injury

• Illustrate the relationship between failures of early attachment and the formation of defensive character structures that constitute the continuum of “narcissistic injury.”
• Explain how early injuries in childhood, ranging from trauma to neglect, can result in defensive over-compensations that attempt to mask feelings of shame and inadequacy.
• Demonstrate the utility of the Four-Quadrant Model, a dynamic assessment tool, that offers a picture of psychological defense structures from a relational, intrapsychic, and systemic view.

 
Afternoon (1 to 4pm EST)— Evolutionary Advances in Attachment Theory & Its Clinical Implications

• Identify normative attachment processes and identify principles of affect-based self-regulation.
• Describe healthy and pathological attachment styles.
• Assess the neuropsychological foundations of attachment, communication, and self-regulation.

 
Day 2
Morning (9am to noon EST)— Introducing Four Techniques to Improve Listening & Intervention Skill Sets

• Explain the importance of slowing down the therapist/client exchange in an effort to increase “right-brain-to-right-brain” communication.
• Demonstrate how listening for triggers in a patient’s language can be used as an “entry point” to understand what is conscious as well as hidden from view.
• Apply the techniques of moment-to-moment tracking and forecasting to help increase the client’s self-reflective capacities and ameliorate defensive over-compensations. 

​Day 3
Morning (9am to noon EST)— The Neurobiology of Trauma: Scientific Developments Impacting Psychological Treatment

• Define the function of the Polyvagal system as it impacts traumatic arousal.
• Describe an overview of the evolution of trauma-treatment, from Bowlby’s Attachment Theory to Schore’s neurobiologically-based Regulation Theory.
• Critique the ACE Study as an assessment tool in the treatment of trauma.
• Discuss the research findings of Epigenetic Theory on the generational impact of trauma.

 
Afternoon (1 to 4pm EST)— Ethics and the Concept of the Frame 

• Review the parameters of confidentiality and limits of confidentiality.
• Analyze how effective boundary management promotes effective therapy.
• Compare differential considerations involved in therapy with children, couples, family, and group therapy.

 
Day 4
Morning (9am to noon EST)— Psychodynamic Formulation: Part One 

• Describe the elements of a thorough psychodynamic formulation.
• Apply dynamic formulation concepts to assessment, highlighting the degrees of client fragility as well as innate capacities and strengths.
• Explain the importance of “timing” of therapeutic interventions, using the dynamic formulation assessment grid.

 
Day 1
Morning (9am to noon EST)— Four Quadrant Model Conceptual Review: Contrasting Healthy Self Model with Four Quadrant Model

• Compare the “Healthy Self-Realizing Self Model” in contrast with the Four Quadrant Model.
• Illustrate the use of both models as an assessment instrument during initial evaluations and as a system for tracking progress throughout the treatment.
• Define the concept of “consolidation of gains” as a dynamic method of monitoring progress throughout the treatment.

 
Afternoon (1 to 4pm EST)— Part Whole Analysis: Part One

• Explain the importance of part-whole analysis in initial assessments and on-going treatment.
• Discuss how the over-use of one therapeutic technique is only working with a “part” of the picture in terms of the unique needs of clients.
• Demonstrate how parts either connect or do not connect to other parts as a way of understanding vertical splitting as well as therapeutic healing and integration.

 
Day 2
Morning (9am to noon EST)— Understanding Transference from a Relational Perspective

• Review various theoretical understandings of the scope of positive and negative transference.
• Demonstrate how to palpate and access feelings of shame through working through a relational transferential lens using a two-person, intersubjective approach.
• Expand the scope of understanding counter-transference using a two-person, intersubjective orientation.

 
Day 3 
Morning (9am to noon EST)— Trauma and Recovery – Part One: Theory and Treatment of Traumatic Disorders

• Explain the evolution of trauma treatment from “Shell Shock” to Current DSM–5 parameters.
• Identify conditions of childhood trauma, contextual therapy, and the impact on personality development.
• Review the basics of treating trauma, the importance of boundaries, creating a container, and building the therapeutic alliance.

 
Afternoon (1 to 4pm EST)— Trauma and Recovery – Part Two: Theory and Treatment of Traumatic Disorders

• Explain the three-phase model of trauma treatment that includes: Safety & stabilization, Memory & emotional process of trauma, and Consolidating therapeutic gains.
• Describe the importance of empathy and mindfulness as interventions in trauma treatment; what they are, what they are not, and why they are crucial to the treatment of trauma.
• Explain the three brain networks of self-directed neuroplasticity.
• Demonstrate interventions that focus on the importance of balancing the Default Network, Salience Network, and the Central Executive Network.

 
Day 4
Morning (9am to noon EST)— Psychodynamic Formulation: Part Two 

• Define the components of a relationally based loyalty contract in terms of learned patterns of attachment from early childhood.
• Describe how learned patterns and assumptions play out in adult relationships, including wishes, beliefs, expectations, and enactments.
• Demonstrate the value of writing a process recording of therapist/client exchange as a means of improving therapeutic listening and intervention skill sets.

Day 1
Morning— Understanding Shame, Splitting and the Dissociative Spectrum:

• Describe how shame is a result of early attachment failures and how patterns of defensive over-compensations attempt to mask feelings of shame.
• Apply the continuum of dissociative process, giving examples of how to recognize dissociation within the treatment setting.
• Explain how patients with insecure attachment histories are more vulnerable to affect dysregulation and dissociative ruptures.

 
Afternoon— Culture & Context:  The “Other Side” of the Treatment Process

• Explain why it is essential for therapists to increase their capacity to identify multiple dimensions of the self within the multiple contexts and factors that impact the course of therapy.
• Describe various cultural biases that impact theoretical orientations and the treatment process.
• Define Micro-aggression as it pertains to unconscious bias, privilege, and therapeutic dialogue.

 
Day 2
Morning— Death, Dying and Bereavement

• Define the bio-psycho-social-spiritual dimensions of the death and dying process when treating a terminally ill patient.
• Design treatment strategies to obviate burnout for family members who are health-care providers for a dying loved one.
• Describe techniques that a therapist can use to help normalize the experience of loss associated with a client’s dying process. 

 
Afternoon— Part-Whole Analysis: Part Two – Integrating Trauma, Attachment Theory, Psychodynamic and Systemic Approaches

• Apply treatment perspectives of trauma from neurobiological based evidence into psychodynamic treatment techniques.
• Apply Part-Whole Analysis as an assessment and intervention instrument.
• Discuss various methods of strengthening the therapeutic alliance in terms of creating an “earned secure attachment”.

 
Day 3
Morning— Preventing Compassion Fatigue:  The Importance of Ongoing Professional Development, Networking and Peer Support

• Explain how self-care, including research and discussion can help prevent compassion fatigue and burn-out.
• Identify risk factors of compassion fatigue, including depersonalization, decreased energy, and distancing from patients.
• Assess conditions of burn-out, ranging from physical symptoms, environmental and organization conditions, and quality of support systems.

 
Afternoon— “And in the End”: Class Application and Review

• Apply the theoretical learning objectives captured in the Four Quadrant Model and Healthy Self Model to your own case examples.
• Integrate practice techniques learned throughout the year and apply techniques to current client scenarios.
• Explain how shame inhibits authentic adult growth and development throughout the lifespan and how working with the therapeutic relationship increase feelings of safety and trust in the service of moving toward authentic self-expression.

​The Relational Psychodynamic Paradigm:  From Psychoanalysis to Contemporary, Integrative Practices

• Explain the evolution of psychodynamic theory from its earliest roots to present relational models.
• Describe the paradigm shift from a one-person to two-person model of interacting.
• Assess varying degrees of psychopathology and choose treatment options using a relationally based model.

​ 
An Overview of Psychopharmacology for Mental Health Professionals:

• Describe the various treatment protocols for how and when medications are introduced including side effect management.
• Discuss the interface between genetic, biological and psychological vulnerabilities.
• List the major drug categories and apply them to various diagnoses, current research and new medication development.

 
Addiction from a Relational Psychodynamic Perspective

• Analyze various recovery modalities, including twelve-step programs, harm reduction protocols, and evolving non-twelve-step protocols.
• Demonstrate how early attachment failures link to the emergence of addictions.
• Explain neuroscientific and developmental conceptualizations as they contribute to the process of addiction recovery.

 
Integrating Spiritual Beliefs and Practices into the Treatment Dialogue

• List ways of incorporating spiritual practices as an adjunction to traditional clinical care.
• Describe various types of evidence-based spiritual practices that have been shown to be effective in reducing depression and anxiety.
• Apply ethical considerations around maintaining boundaries, clinical competence, and respect for cultural differences.

 
Sexualities in the Clinical Setting

• Demonstrate psychological approaches to the treatment of issues around sexuality: sexual dysfunction, gender identity, and sexual choice.
• Explain the nature/nurture question of development, as well as social, and clinical attitudes as they impact treatment.
• Discuss the importance of maintaining appropriate boundaries, confidentiality, and promotion of client safety around sexual concerns and sexual identity exploration.

 
Power, Oppression, and the Therapeutic Process

• Explain how clients' presenting problems are often connected to social injustice and inequality and how these societal messages have a substantial lifelong effect on the individual.
• Demonstrate how positions of privilege and oppression come out in therapeutic process using the relationally based Four Quadrant model.
• Identify and describe how micro-aggressions can occur in the dialogic exchange between a therapist and a client.
• Describe potential counter-transferential reactions to power and oppression dynamics that get enacted in the therapeutic process.​

Get in Touch With Us

For more information about the Advanced Psychotherapy program at Bellarmine University, please contact us today.

The Wayne Institute for Advanced Psychotherapy
1169 Eastern Parkway, Suite 1166 | ​Louisville, KY 40217
502.451.8262 | ktippett@waynecorp.com